University of Rockhampton

UOR Certified Professional Trainer Program (UPCT)

Overview

Our UCPT program is the trainer's training program. It is a practical, how-to overview of the entire training function. It prepares new trainers with critical training skills and introduces seasoned practitioners to the latest techniques for delivering powerful training. The UCPT focuses on what happens before, during, and after you deliver training, and what to do if training is not the right solution.

By the end of the course, participants are able to
	prepare effectively for a learner-focused training delivery and transfer of the learning to the workplace.
	understand learner-focused solutions and how to align solutions with course objective.
	manage the learning environment and participants.
	understand different adult learning styles.
	deliver effective training that increases the retention of learning.

Learning Objectives
	Identify and determine the need for training: what, who and how.
	Write effective learning objectives.
	Apply adult learning concepts, develop supportive climates, and customize off-the-shelf materials.
	Use training activities and alternatives to lecture, strategies for different learning needs, effective questioning techniques.
	Prepare properly for your training session and prepare participants to foster learning.
	Manage and encourage participants of all backgrounds and learning styles; understand who is learning and how to address challenging participants.
	Present and facilitate a training program, including use of audio visuals and handouts.
	Evaluate using various methods and at different levels.

What is covered in the program?

Identifying learning needs
	A range of methods for identifying learning needs (including task and job analysis).
	Sources of information relevant to learning needs (including job roles/job descriptions, performance standards, performance assessments, individual and departmental objectives).
	Methods of information gathering (including interviews, discussions, questionnaires).
	Personal factors affecting individual learning (eg learning styles and preferences, access, timing).
	Work factors affecting individual learning (eg organizational requirements and priorities, constraints/resources, support.

Recommending learning opportunities
	Range of learning opportunities, their advantages and disadvantages (eg internal/external, formal and informal methods, on-line or distance learning, qualifications, providers).
	Principles of equality of access/opportunity (eg equal opportunities legislation and good practice, non-discriminatory language.
	Training plans, for individuals and groups.

Designing training
	Principles of adult learning, including learning styles.
	Factors affecting design (including objectives, learners, numbers, location, resources, facilities and equipment, management support, constraints).
	The structure and purpose of performance, training, and learning objectives.
	How to structure a training and development session (including purpose and objectives, logic, sequence, timing, summaries).
	Range of methods for delivery and when they are appropriate (eg coaching, presentation, demonstration, exercises, group activities, on-line learning).
	Broader learning solutions, when they are appropriate and how to integrate them into more formal training.
	The rationale and benefits of building an evaluation strategy into the design.
	Underlying issues - health and safety, principles of equality and non-discrimination.
	Preparation and tutor plans.
	Planning to transfer and support the learning back in the workplace.

Materials and facilities
	Purpose and principles of using/presenting materials (eg visual aids, media).
	Sources and criteria for selecting relevant types of learning materials (including styles, formats and purpose).
	How to adapt materials for different learners.
	Facilities and equipment and how to select and use them.
	Technology-based equipment and systems; what they can contribute to design, delivery and evaluation; when and how to use them.

Assessment
	The scope, purpose and principles of assessment.
	Issues for assessment (eg performance, knowledge, skills, attitudes).
	Assessment methods available (eg questioning, tests, simulations, interviews, work-based evidence, observation, assignments).
	Criteria for selection of assessment methods (eg validity/reliability, resources available, legal and organizational requirements, individual opportunities).
	Principles and purpose of reviews.
	Sources of information on the progress of learners (qualitative/quantitative).
	Methods of collecting information on the progress of learners.
	Methods of recording and storing information.
	Principles of equality and non-discrimination in assessment

Delivering training sessions
	Methods and styles of delivery (eg coaching, demonstration, instruction, giving information, facilitation of group participation), their relevance for different objectives, and skills needed for delivery.
	Presentation techniques (eg voice, mannerisms, language, pace, non-verbals).
	Structure, objectives, selection and sequencing of content.
	Room layouts and the physical environment, including health and safety issues.
	Use of visual aids (eg flipchart, whiteboard, OHP, slides, multi-media).
	Use of learning aids (eg audio/video, IT, handouts, exercises, simulations, samples).
	Barriers to learning and how to overcome them.
	Creating a climate conducive to learning (eg establishing rapport, interaction with learners, putting learners at ease).
	Participative training methods (eg discussion, questions and answers, exercises and group activities).
	Managing group dynamics (eg different types of group, factors likely to affect learning and behaviour in groups, dealing with quiet or argumentative learners).
	Support needed by learners (eg checking understanding, tackling learning transfer).
	Principles of giving feedback to learners (eg formal/informal, formative/summative, verbal/written, individuals/groups, prioritising).
	Questioning and listening.
	Issues of equality of opportunity and non-discriminatory practice (eg possible sources of bias, promoting equality).

Review and evaluation
	Principles, scope and purpose of evaluation.
	Methods and procedures for monitoring and evaluation and criteria for their selection.
	Criteria for evaluation (eg objectives, design, learning/training methods, delivery, content, level, resources and facilities, changes in capabilities of learners, impact on performance, organization of sessions, cost/benefit analysis etc).
	Information collection techniques (eg discussions, written feedback, individual/group, questionnaires, etc).
	Recording and analysis of information and presentation of results.
	Reasoned recommendations and actions for introducing improvements.
	Factors that will affect implementation of the improvements (eg feasibility, relevance, timing, management support, resources, etc).

Fees

The course consists of seven modules. The fee for each module is $700.
A separate registration and membership fee is payable to the university. You need to pay this at the start of the course via the UOR website once you have enrolled on our course.